Abstract

The study was designed to show if the full and partial recast given to third person “s” or simple past “ed” caused learners to generate various kinds of output. 32 EFL learners at the elementary level participated in the current research. They were divided in two different groups, one included 18 and the other 14 learners. After recording their voice while giving them full and partial recast, regarding data analysis, chi Square and Paired-Samples t-test were run to analyze the data. The hypothesis was retained, leading us to conclude that full and partial recast did not function differently in simple past “ed” and the third person “s”. In doing so, it aims to help teachers to better understand the effectiveness of full recast and partial recast in different grammatical structures.

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